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Authentic examples of student extended essays in a broad range of subjects can be reached via the links below or the menu on the left. These examples come with their respective RPPFs and examiner's commentaries. Examples provided for the sciences and geography include essays researched and written using secondary data; these may be useful resources for students who have reduced access to laboratories or are unable to undertake fieldwork.

Disclaimer

The extended essay examples published on the programme resource centre are provided as support for supervisors and students. To maintain the authenticity of the students' work the citation and referencing has been left intact, and therefore may include some minor inaccuracies or omissions.

For copyright reasons some images have been removed, but these redactions do not impede the reading and understanding of the essays. For further protection of copyright supervisors should not share any extended essay examples outside of the bounds of in-school use. The essay examples should not be branded with an IB logo.

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Authentic examples of student extended essays in a broad range of subjects can be reached via the links below or the menu on the left. These examples come with their respective RPPFs and examiner's commentaries.

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Regarding the EE... try to get your students to write an essay with a research question taken from the Content column of the Subject Guide, for example 'To what extent does testosterone (or any other hormaone) affect human behaviour?' Writing an essay on this will also help that student in their Psychology course. HL students can be steered to write an essay one one of the HL Extension topics, for exmaple 'To what extent is animal research valid in explaining human behaviour?'

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https://ibpublishing.ibo.org/extendedessay/apps/dpapp/assessment.html?doc=d_0_eeyyy_gui_1602_1_e&part=1&chapter=1

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Leave out the what. Start with the why and judgement!

e.g.

❌ I changed my RQ from ‘<waste of words RQ>’ to ‘<more words>’ because...

✅ The decision to change the question worked well because...

❌ After doing something research, I couldn’t find any sources so I asked my teacher and they told me about JStor. I then found three articles. One was by Smith and one was by Bob and they were useful. This will help me at uni.

✅ Developing my academic research skills early on in the process, by learning about JStor and finding articles (Smith, 2010 and Bob, 2017 especially) really added to the analysis of X and I am now confident in searching for more ‘academic’ sources. This will help me at university too because...

The last entry on the RPPF is really about what they learned from the process, what advice they’d give to themselves/ others just starting the EE, what they’ll take with them in the next stages.

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Interpreting the EE assessment criteria

Criterion A: Focus and method

(Strands: Topic, Research question, Methodology)

The EE title promotes the application of the higher order skills of analysis, evaluation and synthesis, rather than encouraging a descriptive essay.

The research question must be specific and sharply focused on a business problem or issue worthy of investigation. It should require the use of business management theories, tools and techniques. Topics that consider generic or broad issues will restrict the possibility of effective treatment within the word limit and will constrain performance on this criterion.

Students must use secondary resources in the first instance. Students should employ high-level academic research and writing skills, and show that the student is capable of intellectual discovery and creativity .

The essay should be based on a comprehensive review of the literature on the topic selected. It must not end up as a practical investigation resembling a higher level internal assessment.

Any essay based heavily on questionnaires and/or interviews will inevitably lose marks on a range of criteria.

If primary research is conducted it must provide information that is not accessible from secondary sources or that significantly enhances the value of the secondary data presented.

All research conducted, whether primary or secondary, should support specific quantitative and qualitative analysis and evaluation directly related to the research question.

Students must demonstrate that their essay has been well planned and that they have designed an appropriate and coherent approach and structure to address the research question.

Criterion B: Knowledge and understanding

(Strands: Context, Subject-specific terminology and concepts)

The student should use the sources to place their topic into a wider business context.

For example, if the focus of the essay is on the role of social media, the student should be able to explain the impact the social media has on a number of business functions, such as marketing and recruitment.

The student must demonstrate that they have a good grasp of business terminology and that they can use this fluently, accurately and consistently when developing lines of argument. They may need to clarify terms or provide further explanation or definition of selected terms or concepts.

Criterion C: Critical thinking

(Strands: Research, Analysis and Discussion and evaluation)

The sources collected by the student should be relevant to the research question and applied appropriately, so that an argument can be formed and a conclusion(s) reached.

Throughout the essay, the student is expected to present and analyse business data and sources and to evaluate the insights and significance of these for addressing the research question. To score highly against this criterion, the student needs to demonstrate a sophisticated application of analytical and evaluative skills.

An integrated use of research and business theories, tools and techniques is required to develop an argument and to assess the strengths and limitations of various perspectives on the topic under investigation. Essays that are wholly or largely descriptive in nature will score poorly against this criterion.

The student should develop a reasoned, coherent and logical argument in response to the research question. Where appropriate, conclusions to points should be made throughout, and there must be at least one culminating conclusion that summarizes the student’s response to the research question. Any judgments made should be consistent with the argument presented and supported by evidence.

The student should comment on the quality, balance and quantity of the sources and reflect on any bias or limitations that may weaken the strength or affect the objectivity of supporting materials.

The student should point out any limitations or unresolved issues in the research and suggest further action to address these.

Criterion D: Presentation

(Strands: Structure, Layout)

This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.

Students may provide a section and subsection structure to their essays, with appropriate informative headings. Subheadings should not distract from the overall structure of the essay or argument presented.

Any graphs, charts, images or tables from literature sources included in essays must be carefully selected and labelled. They should only be used if they are directly relevant to the research question, contribute towards the understanding of the argument and are of a good graphic quality. Large tables of raw data collected by the student are best included in an appendix, where they should be carefully labelled.

Too many graphs, charts and tables detract from the overall quality of the communication. Only processed data that is central to the argument of the essay should be included in the body of the essay, as close as possible to its first reference. Any tables should enhance a written explanation and should not themselves include significant bodies of text; if this is the case then these words will be included in the word count.

Students must take care in their use of appendices as examiners are not required to read them. All information with direct relevance to the analysis, discussion and evaluation of the essay must be contained in the main body of the essay.

A bibliography is an essential structural element, contributing as far as it is visually presented, to criterion D, in addition to the other presentation requirements: title page, table of contents, page numbers, and so on.

While there is no explicit penalty in criterion D for exceeding 4,000 words, students should be aware that examiners will not read beyond the 4,000-word limit, therefore affecting the application of multiple criteria. Criterion D specifically may be impacted if, in exceeding 4,000 words, one of the structural requirements of the essay (for example, the conclusion, or important illustrative material) is unassessed by the examiner because he or she is not required to read beyond 4,000 words.

Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgement and referencing of quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers, as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct. Incomplete references and those that do not meet the minimum requirements as detailed in the Effective citing and referencing document are not penalized in criterion D, but examiners are required to alert the IB to candidates who overlook these minimum requirements, for further investigation. Criterion D assesses references and bibliography purely on how they are presented (for example, consistent, laid out in an appropriate academic manner).

Criterion E: Engagement

(Strands: Process, Research focus)

This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.

Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.

For example, students may reflect on:

the approach and strategies chosen, and their relative success

the Approaches to learning skills they have acquired and how they have developed as a learner

how their conceptual understandings have developed or changed as a result of their research

challenges faced in their research and how they overcame these

questions that emerged as a result of their research

what they would do differently if they were to undertake the research again.

Effective reflection highlights the journey the student has engaged in through the EE process. In order to demonstrate that engagement, students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed. Reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.

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Treatment of the topic

Sources

Students’ research should be broad and detailed, using a range of sources. Excessive reliance on a single source, such as a company’s annual report, is unlikely to give students sufficient scope or breadth in their analysis.

Students can include materials sourced from a particular business or organization whose area of business is related to the topic chosen, eg market research companies, industry analysts or think tanks.

Secondary sources

Students should use secondary data as the basis of their EE, supported where appropriate by primary research. The sole use of secondary sources is permitted and will allow students access to all levels of the EE assessment criteria.

(Note that this is similar to the research approach of the SL internal assessment task of the business management course and different to the research approach of the HL internal assessment task, where primary research takes precedence.)

A good range of secondary sources should be consulted, including:

business management textbooks

general business management books

industry analyses

company reports and data.

Primary research

Students must plan any primary research well so that it yields genuinely additional and significant insights.

Students and supervisors are required to:

act with tact and sensitivity towards the research subjects

respect the confidentiality of the organization(s) and people involved.

All the research carried out must address the research question. Similarly, the development of the essay must be related to the research question directly and consistently and must not include information that is unnecessary.

Use of analytical tools and numerical data

A good essay will demonstrate the appropriate use of analytical tools, often supported by numerical data to assist the discussion and evaluation.

Appropriate analytical tools from the business management syllabus include:

Ansoff Matrix

BCG Matrix

Break-even analysis

Decision tree

Financial statements and ratio analysis

Fishbone diagram

Force field analysis

Position maps

Stakeholders analysis

STEEPLE analysis

SWOT analysis

Students may also use analytical tools that are not included in the syllabus.

Conceptual perspectives

Strategic and conceptual perspectives on the research question can add to the interest and rigour of the essay, for example:

the effect of new technologies on organizational innovation

the cultural and ethical implications of business decisions.

Analysing the data

Use of theory

Students should integrate relevant business management theories, tools and techniques with the evidence obtained by the research throughout the essay.

Students should not present theory as a separate section. An essay that delivers theory as a separate section of the essay and does not apply it to the specific research question is unlikely to succeed.

Students should avoid making assertions using business management theories and techniques if they cannot meaningfully link these to their case study with supporting evidence.

Critical thinking

Students must ask probing questions and look at all relevant factors when considering the information obtained from their research. Information cannot always be accepted at face value.

A critical approach, in which students display the skills of analysis and evaluation, is essential.

Students should indicate unresolved questions, or new questions that have arisen from their study, in their conclusions.

Students should remember that a business management essay must be written in an objective style without personal bias. Conclusions should be derived from the evidence and not based on any preconceptions of the student.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Topic | An evaluation of the introduction of total quality management in ABC Ltd
Research question | To what extent has the introduction of total quality management (TQM) improved quality at ABC Ltd?
Approach | A literature review of how quality management techniques have changed with the introduction of TQM, both generally and specifically in the industry of ABC Ltd.Selection of relevant indicators measuring quality and collection of the corresponding data for ABC Ltd.Analysis and evaluation of the ways in which ABC Ltd has adapted its approach to managing quality, and the impact of this on the selected indicators.Topic | An evaluation of the case for strengthening social responsibility practices at multinational XYZ
Research question | Should multinational XYZ strengthen its corporate social responsibility practices in the aftermath of scandal X?
Approach | A review of how various local and international media reported on the reasons for and events around scandal X at multinational XYZ.Analysis of the social responsibility practices at multinational XYZ preceding scandal X, with a particular emphasis on practices and indicators relevant to scandal X.Application of SWOT analysis to these practices.Identification of potential ways of strengthening social responsibility practices from industry leaders.Application of SWOT analysis to these practices.Evaluation, from different stakeholder groups’ perspectives, on whether multinational XYZ should strengthen its social responsibility practices in suggested ways or leave them as is.Topic | Measuring the success of joint ventures: a comparative case study
Research question | How successful has the joint venture between ABC Ltd and XYZ Ltd been as a growth strategy for both companies?
Approach | A literature review of the theoretical benefits and drawbacks of joint ventures.A review on the reporting around the joint venture at the time it happened: what were the reasons given by the companies for the joint venture and how did industry analysts assess the case?An examination of the financial results of ABC Ltd and XYC Ltd prior to and after the joint venture, and comparison of these results with industry benchmarks.Analysis and evaluation of the qualitative and longer term benefits and drawbacks of the joint venture since the joint venture, in comparison with benchmarks in the industry.

An important note on “double-dipping”

Students must ensure that their EE does not duplicate any other work they are submitting for the Diploma Programme. In particular, the EE must not be an extension of the internal assessment task. Students must ensure that they understand the differences between the two.

The HLIA task—a research project—must be based on primary research (eg interviews or questionnaires), whereas the EE must be based on secondary research (eg academic journal articles or specialized publications).

The HLIA task is a practical and highly structured piece of investigation leading to practical proposals for action for company management, whereas the EE is a scholarly piece of investigation that does not result in the formulation of recommendations.

The SLIA task—a written commentary—must be based on secondary research, like the EE, but for the SLIA task, only three to five supporting documents are required, whereas for the EE, there is an expectation of attempting a more academic, broader and in-depth investigation.

Supervisors play an important role here in guiding students on these distinctions. Students risk their diploma if academic misconduct is found.

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Choice of topic

Students can choose a topic they have encountered during their Diploma Programme business management course. However, they may also choose to investigate issues that fall outside its scope. For example:

business practices in a specific regional or national context, or

the practical applications of the work of a particular business management theorist.

Whatever area they choose, students must root their research firmly in accepted business management theories and use the core principles of business management as the basis for their research.

Students are strongly advised to choose a topic that enables them to carry out research and apply business management theories and techniques in a real-world setting. This setting may be an organization, industry or market in a particular region or country, or globally.

Sources of ideas may include:

an interest in issues raised in the classroom

aspects of a student’s own experience

current events.

Research questions that do not allow a systematic and meaningful investigation using business management theories, concepts and principles are unlikely to be suitable.

Backward versus forward-looking questions

Students can choose to investigate past event(s). However, they must ensure that their question will enable them to analyse and evaluate rather than simply describe what happened.

A forward-looking question can enable students to search for conflicting sources to arrive at a well-supported argument and conclusion. But the topic should not be so forward-looking that information and results are not yet available: hypothetical questions based on future events are to be avoided.

Examples of topics

These examples are for guidance only. Students must ensure that their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Focused topics Broad topics
Application of lean production principles to the NGO ABC | Relevance of lean production for NGOs
Relevance of ethical objectives for very small and very large companies in Canada | The link between ethical objectives and organizational size
Use of Herzberg’s motivation theory in productivity improvement at XYZ Ltd | Motivational techniques at XYZ Ltd
The contribution of Just-in-Time production in improving efficiency in the textile industry in Cambodia | Effectiveness of Just-in-Time production techniques

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Overview

An extended essay (EE) in business management gives students an opportunity to carry out in-depth research in an area of personal interest relating to business management.

The EE gives students an opportunity to develop research skills by:

reviewing business theories, concepts and principles

critically analysing their use and application in the business world and their resultant impact on business activity.

The EE requires the application of business management theories, tools and techniques to produce a coherent and structured analytical essay that effectively addresses the research question.

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Word counts

The upper limit is 4,000 words for all extended essays. Examiners are instructed not to read or assess any material in excess of the word limit. Please refer to the following guidance on what content should be included in the word count (IB EEG, pp. 82-83):

Exception: Students writing their extended essay in Japanese or Chinese should use the following conversions:

• Japanese: 1 word = approximately 2 Japanese characters (upper limit 8,000 characters)

• Chinese: 1 word = approximately 1.2 Chinese characters (upper limit 4,800 characters)

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Treatment of the topic

Students should craft a specific research question that is:

interesting to them

challenging

sufficiently narrow to allow them to examine an issue in depth

manageable within 4,000 words.

The question should also require the student to collect or generate information and/or data for analysis and evaluation.

Local case study

The local case study can have a number of functions:

It may illustrate a local manifestation of the issues of global importance.

It may offer an opportunity to explore the complexities of the issue in a manageable way.

It may document “best practices” and offer lessons beyond the local focus.

Occasionally, students may choose to compare two local manifestations or examples from different contexts.

Subject knowledge

It is expected that students will have a good grounding in at least one of the Diploma Programme subjects used in the EE.

If they are unfamiliar with a discipline used, they must access its syllabus so that they can identify the concepts, terminology and modes of thinking required for their EE. (Many IB syllabuses contain lists of key concepts.)

Important note on using studies in language and literature or language acquisition

If a student wishes to use studies in language and literature or language acquisition as one of the subject areas to explore their contemporary global issue then this should be done from either the perspective of literature or language. When indicating which subjects have been used, students only need to indicate: literature and psychology or language and film.

Given that world studies extended essays may only be submitted in English, French or Spanish if a student wishes to use language as one of their disciplines for exploring a global issue then they must do so in the context of how the language may affect an understanding of that global issue. For example, they may be interested in exploring attitudes to refugees in Germany and choose to examine how the German language may influence perceptions using newspaper reports, etc. The essay however, will be written in English.

The student’s supervisor should be qualified to give advice in at least one of the subjects used by the student. If other subjects are touched upon in the essay and there are appropriate specialists available in the school, students are encouraged to consult them about research, concepts and approaches.

However, each student must only have one main supervisor who takes on the role as outlined in the introduction to this guide.

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Choice of topic

Many topics are potentially suitable for a world studies EE. The chosen topic must:

address an issue of global significance

invite an interdisciplinary approach.

The most successful topics reveal connections between specific or local places, people, phenomena or experiences and the larger global framework in which they take place.

Topics must invite a critical examination of the issue in light of relevant theories, methods and arguments in two subjects.

When choosing a topic, students should remember that it must encourage analysis and evaluation rather than description, unsupported generalizations and value judgments.

Students must also ensure that they can meet the various assessment criteria within the 4,000-word limit. They should avoid topics that are too broad in scope to permit an in-depth study within the word limit. A limited topic thoroughly researched and with a clear focus is preferable to a broad topic that can only be examined superficially.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Focused topics
The sustainability of high-speed rail travel in China: the case of the Beijing–Tianjin high-speed railway line

How street art helped to transform black South African communities during apartheid

An examination of the extent to which subsistence farmers in the Himalayan foothills are influenced by short-term economic motivations and long-term environmental sustainability in determining their farming practices

The extent to which the policies of the Thai government have prohibited the Karen ethnic group from progressing alongside the rest of Thai society

Students may use journalistic or visual material, interviews or data from the internet, but their EEs should not be based solely on such sources. Students should display a knowledge and understanding of relevant theories, research methods or findings in the selected Diploma Programme subjects.

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Overview

An EE in world studies gives students the opportunity to undertake an interdisciplinary study of an issue of contemporary global significance.

“Interdisciplinary” in this context refers to research that draws on the methods, concepts and theories of two Diploma Programme subjects. It is strongly recommended that students are undertaking a course of study in at least one of the subjects chosen for their essay.

“Contemporary” in this context refers to events that took place during the student’s lifetime.

Students are required to

identify an issue of global importance

identify a local manifestation of the issue of global importance

develop a clear rationale for taking an interdisciplinary approach and use the conceptual framework and vocabulary of two Diploma Programme subjects.

This provides an opportunity for students to conduct independent interdisciplinary research (not necessarily primary research) that draws on Diploma Programme subjects and integrates them to produce a coherent and insightful analysis of the global issue they choose to investigate.

It should be noted that law and education are not Diploma Programme subjects.

World studies EEs are registered in one of six areas of study: these are not the same as the Diploma Programme subjects. They are:

Conflict, peace and security

Culture, language and identity

Environmental and/or economic sustainability

Equality and inequality

Health and development

Science, technology and society.

The interdisciplinary essay is designed to provide students with the opportunity to:

engage in, and pursue, a systematic process of research appropriate to the topic—a process that is informed by knowledge, concepts, theories, perspectives and methods from two chosen subjects

develop research and communication skills—including the ability to communicate with readers who have a background in more than one subject or discipline

develop the skills of creative and critical thinking—particularly those skills involved in integrating concepts, theories, perspectives, findings or examples from different subjects to develop new insights or understandings

experience the excitement of intellectual discovery—including insights into how different subjects complement or challenge one another when used to address the same topic or issue.

Furthermore, in line with the IB’s mission, the world studies EE seeks to advance students’ emerging global consciousness. This comprises:

a sensitivity to local phenomena as manifestations of broader developments on the planet

the capacity to think in flexible and informed ways in understanding issues of global significance

a developing perception of the student’s own identity (self) as a global actor and member of humanity, capable of making a positive contribution to the world

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Global theme and topic

Each WSEE must be registered under one of the six global themes. Students should first decide which of these they are interested in.

Considering the global themes will also enable students to:

check that the interdisciplinary WSEE is a better way to explore their topic than the single subject essay

decide which disciplines they will use (two Diploma Programme subjects, one of which they must be studying).

Criterion B requires students to:

demonstrate how their own research fits into the wider subject areas/global theme under which they are submitting it

justify why their particular topic is worthy of investigation.

Questions to consider

Some of the following questions might be considered:

What has already been written about this topic?

Is it easy to find sources of information?

Is there a range of different sources available?

If I want to collect my own data, is this feasible?

Is there a range of views and perspectives on the topic?

What interesting questions have started to emerge from my reading so far?

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The supervisor-student relationship

A good working relationship between supervisor and student underpins students' success in the extended essay.

The EE supervision process

Time frame

The EE process-from selecting a topic through to submitting the completed essay-should take four to eight months. Within that period, the student should spend approximately 40 hours on the task. If the time frame is too long, students risk losing their momentum and direction, and if it is too short, they may not have sufficient time to fully explore their topic and develop the requisite skills. The model adopted will vary according to school context.

The role of the supervisor

Students and schools should work together to find an appropriately qualified supervisor from the school for each student. It is advisable that supervisors are familiar with the specific discipline involved, or more generally with the problem or issue under study.

The primary responsibility for the essay lies with the student, but the supervisor mentors the student through each stage of the process.

A good student-topic-supervisor fit is likely when the supervisor:

knows the student well

shares the student's excitement and curiosity about the topic

is comfortable establishing a clear work plan with the student

follows up with timely feedback.

The supervisor should:

mentor the student with advice on the skills of undertaking the research process

encourage and support the student throughout the research and writing of the EE

guide the student in formulating a well-focused research question that satisfies appropriate legal and ethical standards

ensure that the student understands the importance of using credible/accurate sources

check that the student is conforming to any rules stated in the relevant subject guide-for example, he or she is not "double dipping" or using texts that are not permitted.

The supervisor is not responsible for verifying specific content within the student's EE. The supervisor is responsible for verifying that the essay is the student's own work and that the student has properly acknowledged all her or his sources.

What schools must put in place

Schools' systems for supporting the process of supervision will vary according to:

the number of students and supervisors

the variety of subjects on offer

timetabling or scheduling within the school.

However, all schools must ensure the following elements are in place.

1 Essential skills training for students

Before their first supervision meeting, students should undertake training in:

research methodology

skills related to academic integrity, such as referencing and technology literacy.

This could include general introductions to research methods, followed by more specific subject- or skills-related training.

2 Collaboration between supervisors and coordinators

Supervisors and coordinators need to work together to ensure:

they have a shared understanding of the responsibilities of a supervisor

there is a planned schedule for the three mandatory reflection sessions, followed by students completing the required section of the RPPF

there is a timeline with clear internal deadlines and agreed processes for referral and support if needed

the librarian is fully included in the process, to support students as and when required.

3 Shared understanding between supervisors and students

Supervisors and students need a shared understanding of their respective roles-see "The supervisor".

Supervisors, in consultation with students, should set a clear agenda for each of their meetings.

Students should bring elements from their Researcher's reflection space to each session, to enable meaningful and purposeful discussion.

Supervision model-an example

The total time permitted is between three and five hours.

Meetings

The following supervision model has three stages and includes six targeted meetings:

three mandatory reflection sessions recorded on the RPPF

three check-in sessions that involve both student and supervisor input.

However, some students may require more check-in sessions.

The supervisor uses each session to guide the student at key moments in the EE process.

Preparation

It is vital that the student and supervisor are well prepared for each session. For example, the student may need to send some materials to the supervisor in advance (such as parts of the essay, or excerpts from the RRS). At stage three, students must submit their full draft to the supervisor in good time for them to read and provide feedback to the student.

Timing

In the model below, the first three sessions take place quite close together (possibly within one month) as they are important in establishing the preliminaries for the essay. This work provides the essential preparation for the first reflection session.

After this session, the student should clarify the research question to guide their inquiry in preparation for the interim reflection session.

At this point, there will likely be a period from one to three months (for example, a long vacation) while the student is building the body of the essay, culminating in a completed draft to be ready for the third check-in session.

There is likely to be over a month between the third check-in session and the final reflection, the viva voce.

Stage one: Subject and topic selection

Timeline: Suggested time 1-2 months

Focus: Preliminary research/narrowing the focus/framing a research question

1. The coordinators or experienced EE supervisors introduce students to the EE process.

2. Students consult the appropriate subject guides to check their area of research complies with the general requirements of the subject.

3. Students must be aware of and understand the concept of academic integrity in the context of the EE process.

Check-in session 1: Initial ideas

Check-in session 2: Resource-gathering and research question

Will the student be able to collect sufficient resources to effectively answer the research question?

Will the student need to revise the research question to ensure it promotes an analytical approach?

Might the student need a different approach and a new focus for the question?

First formal reflection session: To enter on the RPPF

Student development of refined research proposal

Has the student developed a working research question?

Has the student been made aware of any ethical issues in relation to the intended topic and proposed research methods?

Does the student have a good grounding in the relevant theories, methodologies or findings of the subject?

Stage two: Development and discussion of parts of the essay

Timeline: Suggested time 2-3 months

Focus: Interim reflection session: to enter on the RPPF

Has the student encountered any obstacles/problems in the research process and how have you overcome them?

Is the research question clear and refined?

How has the student's understanding of the question/topic changed?

Are there any inconsistencies in the argument and analysis?

Is the argument well structured and coherent?

Has the student provided enough evidence to support a reasoned argument?

Has the student critically evaluated her or his research?

Can the student share his or her reflective space?

Check-in 3: Complete draft for supervisor comment*

The student goes away and reflects on the supervisor's comments on the full draft of the essay.

Does the essay have a clear introduction that addresses the research question?

Does the essay comply with the requirements, including formatting?

Has the student referenced his or her work correctly?

Are there any issues concerning academic integrity?

*Further guidance for the supervisor:

While you cannot make detailed annotations on the text of the essay, it is quite legitimate to ask a number of pointed questions that will lead the student to go away and reflect on their work, for example:

I'm not sure I follow your argument here.

What did you mean-perhaps you can express this section more clearly?

Are you sure all your findings/data are accurate?

Are there some adjustments/changes that you might make to improve this essay?

Stage three: Completed extended essay

Timeline: Suggested time 1-2 months

Focus: Final reflection, viva voce: Completion of the RPPF

The final essay is submitted and can be followed up with the viva voce. The supervisor should have read the final essay in preparation.

Can the student give examples from the Researcher's reflection space to show how they have grown as a learner through the process?

What research skills and/or conceptual understanding has the student acquired through the completion of the EE?

What other skills such as time management, decision-making or thinking skills has the student learned?

What has the student learned about the topic, the research process and their own learning and any new questions they have uncovered?

What does the student think were successes in this process?

What was the most rewarding aspect of the entire process?

How will this experience prepare the student for future work of this nature (in college or employment)?

What is the personal significance of the work they have done?

Following the final reflection session, the following steps should be followed:

The student must complete the last candidate comment section of the RPPF.

The student then signs and dates the form and submits it to the supervisor.

The supervisor adds the final comment to authenticate the process by signing and dating the form.

The extended essay and RPPF are now ready for submission to the IB.

Contracting

Contracting is the process of reaching agreement between supervisor and student about how they will work together and their expectations of each other. It is the basis of their understanding of their working relationship for the duration of the student's EE process.

Each student works in a different way and the supervisor first needs to find out how a particular student learns and thinks. Then they will be able to choose together the most appropriate forms of support for that student.

This section offers three teaching ideas for establishing a good working relationship between supervisor and student:

the shield

great expectations

the lotus.

The shield

This might be a pre-drawn shield divided into four or the supervisor can simply ask the student to divide a page into four. Each part is given a heading:

Who I am

My passions and interests

Me as a learner

What I find challenging.

The student writes under each heading. This is used as a starting point to give the supervisor an understanding of the student and so guide their relationship.

Great expectations

Both the student and the supervisor write a list of:

what they expect from each other

how they want to work

practicalities (number of meetings, length of meetings).

Each shares their list with the other and together they draw up a list of the guidelines to guide their processes and meetings. It is also important to discuss how the meetings will be run and for the supervisor to clearly state how to give feedback in different ways. It's therefore important to establish how this will work for each individual student to make sure any feedback or evaluation is constructive and achieves its purpose.

The lotus

This is an exercise that can be used to generate ideas. It works on a "blossoming" principle. The student draws a box in the centre of the page and writes their area of inquiry inside it. They then draw four diagonal lines from each of the four corners of the square and draw a square at the end of each line. This creates a central box surrounded by four smaller boxes. They write aspects related to their area of inquiry in each of the four smaller boxes.

They then draw four diagonal lines from each of the four corners of the four smaller squares and draw a square at the end of each line. They write aspects for each of the areas they have identified in the smaller boxes. This creates a central box surrounded by four smaller boxes, each surrounded in turn by four more small boxes. This exercise gives students the opportunity to identify key ideas and the various aspects that need to be examined.

It provides a good starting point for the supervisor and the student to discuss the nature of the EE and the various aspects the student needs to explore.

Questioning

The supervisor can help the student reflect by careful questioning:

basic questioning-"why did you do that?"

academic-"how might you explain this?"

personal-"how are you getting on?"

Questions that help student reflection can be divided into five categories:

Patterning questions-questions that connect knowledge and understanding in order to generate new insights and perspectives
"What is the relationship between architecture and politics?"

Dynamic questions-"how" questions that are related to action and process
"How will I make this model of a structure stand without support?"

Speculative questions-questions that look at the possibilities and encourage creativity using "if" as key wording in the question
"What if we build underwater?"

Evaluative questions-questions that measure the extent to which something has been achieved or has been successful against predetermined criteria and goals
"To what extent is an underwater structure safe?"

Affective questions-questions that have a pastoral motivation and are designed to check the student's well-being, progress and feelings about their learning and progress
"What impact will this new direction have on your scheduling for this task?"

To the answer... and beyond

The point at which students believe they've got near to a solution is the very point when they should be asking more complex questions. This will lead them not just to the solution, but beyond it, producing original and innovative approaches to the area of inquiry. It is the supervisor's role to help them achieve this.

Feedback and evaluation

Evaluation, including self-evaluation, is another distancing technique.

It requires the students to look at something (be it their own work or that of another) from a distance and to judge it. This judgment of what has been produced and how, what has worked and what hasn't, is measured against pre-set objectives and criteria.

Evaluation may take place at certain points during the development of the EE as well as at the end of it.

But evaluative reflection and feedback should always be future- oriented. They should be formulated in terms of "So what?", "What impact?", "What next?" and "How next time?"

What to do with feedback, and how to use it, is a key feature of learning through reflection. However, feedback has to be managed carefully. Its timing and how it "lands" are important things to consider.

SAFE framework for feedback

The SAFE framework categorizes feedback into four types and is a useful guide for supervisors.

Share-This is primarily an exercise in sharing work and ideas. It is judgment-free and is designed to affirm as well as develop the students' work. The supervisor's role is to examine the student's work and to share their ideas and suggestions. There is a sense of collaboration and of trying to solve a problem together.
Timing: early to mid project

Affirm-This is a response designed to confirm success and achievements, responding to what a student has done so far, why and its impact. It is important for students to feel they are making progress and affirmation is particularly useful during the "dips" in the process. Sometimes this is all a student needs to move them on.
Timing: any time

Feedback-General feedback helps the student to develop their work and to overcome particular problems and obstacles. It focuses on what they have and haven't done as well as how they have done it. It examines difficulties as well as possibilities and asks students to reflect on their own approaches and progress.
Timing: mid project

Evaluate-This is a measure of the student's success in achieving goals, answering questions and developing skills. It is based on the student's work, their original objectives and criteria for success and a discussion about how this evaluation will affect their future work.
Timing: end of project

The SAFE approach requires the supervisor and the student to decide together which type of response is most appropriate at any given time. Negotiating what type of response would be most useful can be very helpful, with some provisos.

Let's do this

Learner profile matrix

This is feedback and evaluation against the attributes of the IB learner profile.

Take each attribute and ask the students to measure the extent to which they have demonstrated these attributes in their work.

Discuss how they think they have demonstrated that particular attribute and how it helped to develop their work.

Alternatively, the supervisor can choose particular attributes, as flash cards, and ask the student to reflect on a selection of them.

Railway line

This is an exercise in future-oriented reflection.

It requires the student to mark a moment as a milestone of what they have achieved but to also reflect on the impact of this milestone on their learning and on them as a person. What is the impact of this on their future work, learning, methodology and actions?

Ask the student to draw a railway line (a vertical line divided by at least five shorter horizontal lines). The railway line should divide the page in half.

For each horizontal line on the left-hand side, the student then identifies breakthroughs, key moments, challenges (and how they were overcome) and triumphs regarding the work they have completed.

On the right-hand side, corresponding to each contribution on the left-hand side, the students record how this will affect their future actions, methodologies and/or approaches to learning.

This allows what has been achieved to influence future approaches and actions.

Memorandum

What we learn about ourselves during one piece of work can be elusive and easily forgotten unless it is documented. This is an opportunity for the students to write a list of "should" and "should not" to guide their future work.

The supervisor can ask the student to record five of each. This can also form the basis of the student's self-evaluation.

Guiding questions

The questions listed below are designed to use with students during their check-in and/or reflection sessions.

They fall into three stages:

The following table provides some example guiding questions that you might use during the supervision process with students in both their check-in and reflection sessions. These are neither prescriptive nor exhaustive, and it is not expected that you would ask every question. The questions have been organized based on the three stages of the EE process.

Initial

Deciding on an area of research:

What has motivated you to research this topic?

What do you already know about the topic?

What are some of the ideas/questions you have about this topic?

What background reading have you done, if any?

What are the EE requirements for the subject in which your topic is located?

Does your topic fit in with the chosen subject area specifications?

Do you understand the nature of the EE?

Have you chosen a viable area of research?

What sections of the guide might be helpful to you at this time?

Have you had any training in research skills?

How are you planning to organize yourself and manage your researcher's reflection space?

What do you think are the next steps in conducting your research?

Have you chosen a provisional research question that meets the subject criteria?

Where are you searching for reliable sources?

Will you be able to collect sufficient resources to effectively answer the research question?

Will you need to revise your research question to ensure it promotes an analytical approach?

What challenges/obstacles have you encountered, if any?

What can you do about them?

What background information and/or data do you need to move forward to formulate a research question?

Have you developed a working research question?

What preliminary research question or questions are guiding your investigation?

Have you been made aware of any ethical issues in relation to the intended topic and proposed research methods?

Are there any ethical issues to be considered?

Do you have a good grounding in the relevant theories, methodologies or findings of the subject?

What is your theoretical/conceptual base for this topic?

What approaches to the topic/research question have you or might you develop for this topic? (See Extended essay guide for subject examples.)

Are you attaching drawings, MindMaps®, or recordings that show your thinking in your RRS?

What are the key resources you have investigated so far? (Students may have developed an annotated bibliography as part of the RRS.)

What needs to be done next?

When will you begin writing and how are you planning to manage your time?

What is the goal for the next meeting?

Interim

Where are you now in the research process?

What have you achieved so far and how did you manage this?

What challenges have you faced and what strategies have you used to overcome these?

Have you encountered any obstacles/problems in the research process and how have you overcome them?

How are you conducting independent research and adhering to the academic integrity policy?

Is the research question clear and refined?

How has your understanding of the question/topic changed?

What changes need to be made in order to complete this research?

What have you learned that might affect the way you continue?

Are there any inconsistencies in your argument and analysis?

Is your argument well structured and coherent?

Have you provided enough evidence to support a reasoned argument?

Have you critically evaluated this research?

Will the examiner be able to follow your line of argument throughout the essay?

Are there any last-minute adjustments or changes that you might make to improve your essay?

Final

Celebration of the completion of the essay

Outcome of the process

ATL skills learned

Reflection on what has been learned both in terms of the research topic and process

External mentors and the EE

The IB expects that students will undertake the research for their EE and be supervised by a member of staff within the school.

However, there may be cases when a student undertakes part of her or his research outside their school-for example, at a university or other local institution. This should only be in rare circumstances and with explicit permission from the DP/EE coordinator.

These students must still be allocated a supervisor within the school, who will complete the reflection sessions, comment and sign the RPPF.

It is the school's responsibility to ensure that the external mentor understands and is clear about the parameters of the guidance they can give.

External mentors are required to sign a copy of a letter outlining the nature of the extended essay and including instructions about the level of guidance that is permitted. This must be given to the external mentor at the start of the process.

The external mentor will also need to electronically sign, date and provide comments at the end of the mentoring role.

The letter must be physically inserted in the appendix of the essay as part of the student's EE document file rather than included as a scanned document.

If a student has had an external mentor, this signed letter is an important part of the authentication of the essay.

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A good working relationship between supervisor and student underpins students' success in the extended essay. Time frame The EE process-from selecting a topic through to submitting the completed essay-should take four to eight months. Within that period, the student should spend approximately 40 hours on the task.

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Protocols for completing and submitting the Reflections on planning and progress form

Completing the Reflections on planning and progress form (RPPF) is a requirement for the submission of the extended essay. It plays an important role in the assessment of the final essay and of the student's engagement with the process of independent research. The following is offered as guidance for the completion and submission of the form.

Diploma Programme/extended essay coordinators, with the support of their school leadership team, must determine a system for the administration of the RPPF that ensures that both students and supervisors have access to it in order to complete the required summative comments. This system also needs to ensure the integrity of the form.

The maximum total word limit for the three reflections on the RPPF is 500 words. Examiners will not read or assess beyond the maximum limit. Students whose word count exceeds this will compromise the assessment of their reflection as higher order reflections are be more likely to be present in the latter stages of the reflection process.

It should be noted that the RPPF must be completed in the language of the student's extended essay submission. Please be aware that RPPFs submitted in a language other than that of the essay will be awarded 0 for this criterion. This is in keeping with article 9.3 of the general regulations stating that all components of an assessment must be submitted in the same language of registration.

If the RPPF is not submitted, or is blank, a 0 will be awarded for criterion E.

Please note that the RPPF has been updated for use from May 2020. The forms can be found on the EE website ( Home> In practice> Reflections on planning and progress form). The new form includes drop-down options for the month and DP year as a way of indicating when the reflections have taken place during the individual student's DP and/or EE course studies-this is to promote consistency in the way schools date their forms. If a candidate is a retake candidate, please use "DP year 2" for reflections that have taken place in the academic year that the student will submit their essay. If schools have started using the outdated forms for the May 2020 session then there is no need to reproduce them or ask students to rewrite them in the new form, but schools are asked to ensure they use the updated forms for subsequent sessions.

The following steps are offered as guidance:

An RPPF that is blank, unsubmitted, or written in a language other than that of the essay will score a 0 for criterion E.

An important note:

Once students have written their reflection and this has been initialled and dated by their supervisor they must not make changes to these comments. Examiners want to see the progression of ideas through the three reflection comments and if students make amendments at a later stage of the process this will undermine the authenticity of their experiences and affect the way in which examiners apply criterion E.

In appropriate circumstances, as long as reflection statements are not qualitatively changed, supervisors may oversee and authorise the deletion of content from the first and interim reflections in order to enable a student to include sufficient words in his/her final reflection. It is, however, expected that early in the extended essay process students will receive appropriate guidance regarding the allocation of words to the three reflection statements.

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Protocols for completing and submitting the

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Completing the Reflections on planning and progress form (RPPF) is a requirement for the submission of the extended essay. It plays an important role in the assessment of the final essay and of the student's engagement with the process of independent research. The following is offered as guidance for the completion and submission of the form.

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Monitoring students' research-disciplinary essays

Learning to conduct independent research is a challenge. Teachers will find it easier to support their students if they understand:

the characteristics of more accomplished and weaker work

the stumbling blocks students encounter during the EE research process.

The steps in the illustration below characterize such learning demands and expectations.

Problems encountered by EE students during their research

In this section a series of essay-specific learning challenges are outlined in relation to the relevant EE assessment criteria. By being aware of common problem areas in EEs, teachers can be better prepared to guide student learning effectively. It is worth noting that this list of potential stumbling blocks is not exhaustive.

Common stumbling blocks

The research question is not appropriate for the research topic or subject. It is:

descriptive rather than analytical

too broad

too narrow, or expresses a foregone conclusion.

The student presents the research question as a fact-gathering exercise rather than as a question framing a problem of inquiry.

It is unclear why this is relevant to the subject in which it is registered.

It is unclear how the student intends to undertake the research.

Sources are too narrowly focused or too broad in range in relation to the research question posed.

The methodological approach is presented mechanistically (eg "I will use interviews and surveys") rather than a reasoned strategy for gathering relevant information or data collection ("While semi-structured interview will allow me to understand the villagers' perspectives and beliefs, a survey of adults in the community will enable me to see how widespread such beliefs are in the village").

Common stumbling blocks

The student has difficulty putting the area of research or research question in context, a general background is given rather than setting up an argument or explanation.

There is a tendency towards sweeping, broad strokes rather than deep understanding of the subject or area of research. The commentary is general and relies on common-sense observations.

The use and interpretation of sources is simplistic.

Common stumbling blocks

There is a tendency towards narrative as opposed to a presentation and critical discussion of research and findings.

The research/findings are not discussed in relation to the research question.

There is little critical analysis of the sources used.

There is a tendency to list factors rather than assessing their relative importance.

The student inappropriately uses categorical language to assert firm conclusions when it might be better to be more tentative.

The student summarizes findings without attempting to draw all the ideas together into an insightful explanation or argument.

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Learning to conduct independent research is a challenge. Teachers will find it easier to support their students if they understand: the characteristics of more accomplished and weaker work the stumbling blocks students encounter during the EE research process. The steps in the illustration below characterize such learning demands and expectations.

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There are three areas in which interdisciplinary extended essays can be submitted: Literature and Performance, Environmental Systems and Societies and World Studies.

A literature and performance extended essay (EE) gives students an opportunity to explore in detail the relationship between a written text and its performance. Students are able to focus on the transformation from one form to another and examine the creative and critical relationship that exists between both.

The adaptation may take many forms: theatre, film, dance, opera and even video games.

Environmental systems and societies focuses upon the interaction and integration of “natural” environmental systems and human societies. An EE in this subject should give significant (though not necessarily equal) weight to both these dimensions.

The topic should allow the student to demonstrate some grasp of how environmental systems and societies function together. For example:

studying pure ecological principles within the context of human interaction with the environmental system

addressing philosophical approaches to the environment in relation to specific natural systems.

An EE in world studies gives students the opportunity to undertake an interdisciplinary study of an issue of contemporary global significance.

“Interdisciplinary” in this context refers to research that draws on the methods, concepts and theories of two Diploma Programme subjects. It is strongly recommended that students are undertaking a course of study in at least one of the subjects chosen for their essay.

“Contemporary” in this context refers to events that took place during the student’s lifetime.

Students are required to

identify an issue of global importance

identify a local manifestation of the issue of global importance

develop a clear rationale for taking an interdisciplinary approach and use the conceptual framework and vocabulary of two Diploma Programme subjects.

Each of these have special requirements which may override the single subject-specific guidance for the subject.  As instance, the 5 year rule in Economics and the 10 year rule in History are both suspended when these subjects are used in a World Studies extended essay: it is possible fr a student to write using the disciplinary lenses of Economics and History on an event which took place 8 years ago.

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So much depends on our involvement in the earliest stages. Putting students right in the later stages is more difficult, in part because of limited time available to make for a major change in direction or in writing, but also because of the time-investment already made.  So, good knowledge of the guide, the subject-specific guidance and the examiners' reports is vital.

Too much direction and we are writing the essay for them, too little and they will drift. There is appreciation of the questioning technique, using the draft essay as a springboard for reflection, asking the questions which will get students to appreciate the answers, the direction we are nudging them towards, without actually telling them (how) to do it.  It is a skill - but when we get students to take ownership of our suggestions, think of the answers for themselves, they are more likely to act on those thoughts, authentically.

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Criterion A: Focus and method

(Strands: Topic, Research question, Methodology)

The EE in chemistry must have a clear chemical emphasis and should focus on the chemistry aspect of the investigation.

It should incorporate chemical principles and relate to the study of matter and its chemical changes.

The topic can come from:

the core

the AHL topics or

one of the IB Chemistry options of the syllabus.

However, the emphasis should be on chemistry.

The research question must be formulated as an actual question, such as “Can the spectator ions influence the rate of oxidation-reduction reaction?”

To address the research question the student must research the existing literature on the topic and choose an appropriate methodology to pursue the investigation by:

undertaking work in the laboratory or

basing their research on existing data.

If practical work is undertaken, the rationale for choosing the procedure should be clearly explained.

If the investigation is undertaken in an external laboratory, students have to show clearly their understanding of the methods and materials, and their role in collecting the data.

Criterion B: Knowledge and understanding

(Strands: Context, Subject-specific terminology and concepts)

Students are expected to show understanding of the relevant chemical principles and ideas and to apply them correctly.

Students must demonstrate clearly the underlying chemistry behind the research question and the techniques and apparatus chosen.

The source materials accessed should be:

clearly relevant and appropriate to the research question

effectively referenced and incorporated into the main body of the essay in a way that demonstrates the students’ understanding.

Literature cited should predominantly come from acknowledged scientific sources.

The student must try to maintain a consistent linguistic style throughout the essay.

Chemical nomenclature and terminology should be used consistently and effectively throughout the essay. Students should also use appropriately and consistently:

relevant chemical and structural formulas

balanced equations with state symbols

mechanisms of reactions

significant digits

SI units.

Criterion C: Critical thinking

(Strands: Research, Analysis and Discussion and evaluation)

In a chemistry EE, the “research” refers to both literature sources and data collected by the students themselves. This research must be consistently relevant to the research question.

Students must demonstrate the ability to apply their selected sources and methods effectively in support of their argument.

The student is expected to appropriately present and analyse the data. This analysis will often include:

mathematical transformations

statistical analysis

tables of processed data and graphs.

If the data are analysed statistically, the student must clearly show understanding of why that particular test was chosen and what the results mean.

If graphs are used, they must be correctly selected and drawn to illustrate key elements of the analysis. They should only be included if they improve communication.

Students must analyse and present their data in such a way that they support and clarify the argument leading to the conclusion.

Students must make a particular effort to maintain a reasoned, logical argument that focuses on the research question. Essays that attempt to deal with a large number of variables are unlikely to be focused and coherent. A clear and logical argument can be achieved by making repeated reference to the research question.

An assessment of the extent to which the question is answered, either by the data or by information accessed, should form part of the argument.

The stated conclusion(s) must be based on and be consistent with the research presented in the essay.

The original research question need not be fully answered by the investigation. In these cases, the student should point out unresolved issues and make suggestions as to how these might be further investigated.

Inadequate experimental design or any systematic errors should be exposed. The uncertainties of the measurements should be evaluated and discussed.

The student must comment on the quality, balance and quantity of their sources. Students are expected to show an awareness of any limitations or uncertainties inherent in their approach. In particular, they should critically comment on the validity and reliability of their data relative to their management of variables within the investigation.

Criterion D: Presentation

(Strands: Structure, Layout)

This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.

Students may use numbered and headed paragraphs to impose a clear structure. Subheadings should not distract from the overall structure of the essay or argument presented.

Use of charts, images and tables

Any charts, images or tables from literature sources included in the essay must be carefully selected and labelled. They should only be used if they are directly relevant to the research question, contribute towards the understanding of the argument and are of a good graphic quality.

Large tables of raw data collected by the student are best included in an appendix, where they should be carefully labelled. Tables of processed data should be designed to clearly display the information in the most appropriate form. Graphs or charts drawn from the analysed data should be selected to highlight only the most pertinent aspects related to the argument. Too many graphs, charts and tables will distract from the overall quality of the communication.

Only processed data that is central to the argument of the essay should be included in the body of the essay, as close as possible to its first reference. Tables should enhance a written explanation but not themselves include significant bodies of text. If they do, then these words must be included in the word count.

If an experimental method is long and complex, students may place the raw data in an appendix and include a summary of the methods in the body of the essay. Students who choose this option must be careful to ensure that the summary contains all elements that contribute to the quality of the investigation, since appendices are not an essential section of the EE and examiners are not required to read them.

In other words, any important information that contributes to the evaluation of the method must be in the body of the essay and not the appendix. For experiments where numerical results are calculated from data obtained by changing one of the variables, it is generally good practice to show one example of the calculation in the main body of the essay. The remainder can be displayed in tabular or graphical form.

A bibliography is an essential structural element, contributing as far as it is visually presented, to criterion D, in addition to the other presentation requirements: title page, table of contents, page numbers, and so on.

While there is no explicit penalty in criterion D for exceeding 4,000 words, students should be aware that examiners will not read beyond the 4,000-word limit, therefore affecting the application of multiple criteria. Criterion D specifically may be impacted if, in exceeding 4,000 words, one of the structural requirements of the essay (for example, the conclusion, or important illustrative material) is unassessed by the examiner because he or she is not required to read beyond 4,000 words.

Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgement and referencing of quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers, as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct. Incomplete references and those that do not meet the minimum requirements as detailed in the Effective citing and referencing document are not penalized in criterion D, but examiners are required to alert the IB to candidates who overlook these minimum requirements, for further investigation. Criterion D assesses references and bibliography purely on how they are presented (for example, consistent, laid out in an appropriate academic manner).

Criterion E: Engagement

(Strands: Reflections on planning and progress)

This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.

Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.

For example, students may reflect on:

the approach and strategies they chose, and their relative success

the Approaches to learning skills they have developed and their effect on the student as a learner

how their conceptual understandings have developed or changed as a result of their research

challenges they faced in their research and how they overcame these

questions that emerged as a result of their research

what they would do differently if they were to undertake the research again.

Effective reflection highlights the journey the student has engaged in through the EE process. Students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed.

The reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.